Carol W. Jordan, Ph.D
Specialized Education Services (SES) Department
Lecturer
Email: cwjordan@uncg.edu
Office: 428 SOE Building
Research Interest
- Inclusion
- Family Partnerships
- Socially/emotionally supportive settings for young children
- Uncovering biases that contribute to the barriers preventing full-inclusion of children with disabilities in schools/ community programs and exploring and elevating parent perceptions and perspectives of disability and inclusion.
Education
- Ph. D. in Specialized Education Services, UNC Greensboro, 2015
- M.Ed. in Interdisciplinary Studies in Early Education and Child Development (Birth-Kindergarten), UNC Greensboro, 2005
- B.S. in Biology Guilford College, 1999
- B.S. in Psychology, Guilford College, 1996
Licesnses/Certifications
- 2005: Advanced Masters License in Birth-Kindergarten (general and special education), North Carolina Department of Public Instruction
Biography
Dr. Carol Jordan is a committed career educator dedicated to university instruction, supervision, and promotion of evidence-based practices. Her teaching, coaching, and mentoring of university students centers on the development of diverse students who work effectively with all children and families. She draws from her own community experiences as a preschool teacher, a field supervisor/ cooperating teacher hosting interns, and administrator of an inclusive, independent school to ground her university teaching in applicable practice. She promotes strategies that enhance partnerships with families and advocates for appropriate accommodation and inclusion of all children in supportive, developmentally beneficial early childhood settings.
Publications
Jordan, C. W. (2015) Stakeholder Perspectives of Early Childhood Inclusion: What Do Parents of Children without Disabilities Think? (UNCG: Dissertation)
Hardin, B. J., Lower, J. K., Smallwood, G. R., Chakravarthi, S., Li, L., & Jordan, C. (2010). Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model. Journal of Early Childhood Teacher Education, 31 (1), 20-36.